In the Proceedings of the Annual Meeting of the National Association for Research in Science Teaching (NARST), Garden Grove CA, Apr 20.
Technology-Enhanced Formative Assessment (TEFA) is an innovative pedagogy for science and mathematics instruction. Teacher Learning of TEFA is a research project studying teacher change as in-service secondary science and mathematics teachers learn TEFA in the context of a multi-year professional development (PD) program. Applying cultural-historical activity theory (CHAT) to the linked activity systems of PD and teachers’ classroom practice leads to a model of teacher learning and pedagogical change in which TEFA is first introduced into classrooms as an object of activity, and then made useful as a tool for instruction, and then—in rare cases—incorporated into all elements of a deeply transformed practice. Different levels of contradiction within and between activity systems drive the transitions between stages. CHAT analysis also suggests that the primary contradiction within secondary education is a dual view of students as objects of instruction versus students as willful individuals; the difficulties arising from this contradiction can either inhibit or motivate TEFA adoption.
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